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THE USE OF PICTURE STRIP STORY IN TEACHING SPEAKING

SKILL TO THE FIRST GRADE STUDENTS

AT SMKN 1 MAROS

A Thesis

Submitted in Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan in English Education Department of

Tarbiyah and Teaching Science Faculty of

UIN Alaudddin Makassar

By :

ADE LESTARI PASARIBU Reg. Number 20400114065

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2018

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ACKNOWLEDGEMENT

Alhamdulillahi Robbil Alamin. By the name of Allah the Almighty, the Lord

of the universe, who has given His guidance, mercy, blessing, and health to complete

this academic requirement. Also Sholawat and Salam forever are delivered to the

prophet Muhammad S. A. W who had brought the human beings from the darkness to

the lightness.

Further, the researcher also expresses sincerely unlimited thanks to her

beloved parents (Gihon Pasaribu – Andi Tenry) for their prayer, affection, financial

support and motivation for her success, and their sincere love. The researcher

considers that in carrying out the research and writing this thesis, many people have

also contributed their valuable guidance, correction, assistance, suggestion and advice

for her completion of this thesis.

Therefore, in this opportunity, the researcher would like to express the great

thanks and appreciation to :

1. Prof. Dr. Musafir Pababbari, M.Si., as the Rector of Alauddin State

Islamic University of Makassar.

2. Dr. H. Muhammad Amri, Lc., M.Ag., the Dean of Tarbiyah and Teaching

Science Faculty of UIN Makassar.

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3. Dr. Kamsinah, M.Pd.I and Dr. Sitti Nurpahmi, S. Pd., M. Pd as the Head

and Secretary of English Education Department of Tarbiyah and Teaching

Science Faculty of UIN Makassar.

4. Dra. St. Nurjannah Yunus Tekeng, M.Ed., M.A as the first consultant and Dr.

H. Abdul Muis Said, M.Ed.TESOL as the second consultant who have given

their really valuable time and patience, support, assistance, advice and

guidance for the researcher during the writing of her thesis.

5. All the lecturers of Tarbiyah and Teaching Science Faculty of Alauddin State

Islamic University of Makassar for their guidance during her study

6. All students and teachers of SMKN 1 Maros who have kindly accepted her

to conduct a research on the class.

7. The researcher’s beloved brother and sister Kiki Estyur Pasaribu and Ammar

Tyo Pasaribu for their support.

8. The researcher’s classmates in English Education Department PBI 3, 4 and

all her friends in PBI 2014 Thanks for their sincere friendship and assistance.

9. The researcher’s brothers and sisters in English Youth Community ; Reski

Amalia S.Pd, Kartika S.Pd, Masniyah S.Pd, Ayu Desriyuni, Nugroho S.,

Riyan R., Nurhamdy S., Dewy S., Ummu Rofikah, Nursaidah N., Subhan

R., A.Ratu, Aini I., and all friends who could not be mentioned here. Thank

you for your support.

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10. The researcher’s best friend ; Femy Rahmadani, Nirwana Rosa Muslim,

Wahyuningsih, St.Puspitha, Muthaharah B., Ama Ameliah Arianto, and

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LIST OF CONTENTS

Page

COVER PAGE .................................................................................................... i

PERNYATAAN KEASLIAN SKRIPSI ............................................................ ii

PERSETUJUAN PEMBIMBING...................................................................... iii

PENGESAHAN SKRIPSI .................................................................................. iv

ACKNOWLEDGMENTS .................................................................................. v

LIST OF CONTENT .......................................................................................... viii

LIST OF TABLES .............................................................................................. x

LIST OF APPENDICES..................................................................................... xi

ABSTRACT ......................................................................................................... xii

CHAPTER I. INTRODUCTION ....................................................................... 1

A. Background ........................................................................... 1

B. Research Problem ................................................................... 4

C. Research Objective ................................................................. 4

D. Research Significance ............................................................ 4

E. Research Scope ..................................................................... 5

F. Operational Definition of Terms ........................................... 5

CHAPTER II. LITERATURE REVIEW………………...…………………… 7

A. Some Preview of Related Research Findings .......................... 7

B. Some Pertinent Ideas ............................................................... 10

C. Theoretical Framework ............................................................ 18

D. Hypothesis ............................................................................... 20

CHAPTER III RESEARCH METHOD ........................................................... . 21

A. Research Design .................................................................... 21

B. Research Variable .................................................................. 22

C. Population and Sample ........................................... ............... 22

D. Research Instruments .............................................................. 23

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E. Data Collection Procedure .................................................... 24

F. Data Analysis Technique ......................................................... 26

CHAPTER IV FINDINGS AND DISCUSSIONS ............................................ . 31

A. Findings .................................................................................. 31

B. Discussions ............................................................................. 36

CHAPTER V CONCLUSIONS AND SUGGESTIONS .................................. . 40

A. Conclusions ............................................................................ 40

B. Suggestions ............................................................................. 40

BIBLIOGRAPHY

APPENDICES

CURRUCULUM VITAE

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LIST OF TABLES

Table 4.1 The distribution of frequency and percentage score of

Experimental class score in the pre-test ........................................... 31

Table 4.2 The distribution of frequency and percentage score of

Controll class score in the post-test .................................................... 33

Table 4.3 The distribution of frequency and percentage score of

Experimental class score in the post-test ............................................ 33

Table 4.4 The distribution of frequency and percentage score of Controll

Class score in post-test ....................................................................... 34

Table 4.5 The mean score and standard deviation of Experiment class

And Control class in the pre-test and the post-test ............................ 35

Table 4.6 Distribution value of the t-test and t-table ........................................ 36

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LIST OF APPENDICES

Appendix A The Row Score of the Students’ Pre-test and Post-test in the

Experimental Class

Appendix B The Row Score of the Students’ Pre-test and Post-test in the

Control Class

Appendix C The mean score of Experimental Class and Control Class

Appendix D Standard Deviation of Experimental Class and Control Class

Appendix E The significant Different

Appendix F Distribution of t-Table

Appendix G Lesson Plan

Appendix H Research Instrument

Appendix I Documentation

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ABSTRACT

Name : Ade Lestari Pasaribu

Reg. Number : 20400114065

Department/faculty : English Education/Tarbiyah and Teaching Science

Title : The Use of Picture Strip Story in Teaching Speaking Skill to the First Grade Students at SMKN 1 Maros

Consultant I : Dra. St. Nurjannah Yunus Tekeng, M.Ed., M.A.

Consultant II : Dr. H. Abdul Muis Said, M.Ed.TESOL.

This research is aimed to find out the effectiveness of picture strip story in

teaching speaking skill to the second grade students of SMKN 1 Maros.

This research employed quasi-experimental--non-equivalent control group

design with pre-test and post-test. The variables of this research were picture strip

story as an independent variable and students’ speaking skill as a dependent

variable. Then, there were two classes used in this research; grade X TKJ C as an

experimental class and grade X TKJ A as control class. The total population of this

research was 240 students taken from the first grade students of SMKN 1 Maros.

The total sample was chosen purposively, consist of 20 students from each class X

TKJ C and X TKJ A.

The researcher employed speaking test. The instrument used to collect data

in this research was test consists of pre-test and post-test. The researcher found that

there was significant difference between the students’ score in pre-test and post-test.

It was proved by the mean score that the post-test was higher than the mean score in

the pre-test.

In experimental class, the mean score of pre-test was 66.8 and the mean score

of post-test was 80. While in control class, the mean score of pre-test was 64 and the

mean score of post-test was 67.1. While, both of the classes are improved, the

significant improvement happened in experimental class. In addition, the value of

the t-test (6.89) was higher than the t-table (2.042) at the level of significant 0.05

with degree of freedom (df) = 38.

Based on the result of this research, the researcher concluded that the use of

Picture Strip story Technique was effective to improve the students’ speaking skill

in the first grade students of SMKN 1 Maros in academic year 2017/2018. This

technique makes turn learning the students, and directly create in classcroom

activity involvement.

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CHAPTER I

INTRODUCTION

A. Background

English is very popular language among people in many countries, and so

does in Indonesia. As a foreign language, English is very important to teach. But for

Indonesian students, teaching English is not an easy task. The students should master

English in all skills. There are four major skills of English: listening, speaking,

reading and writing which support each other.

Speaking or communicating with people is very important in a daily life.

Through speaking, people can express thoughts, idea, feeling and maintain social

relationship with others. When someone makes an error in their language, it causes

to misunderstand, therefore speaking can highly influence the communication. Based

on British council report in Syakir (2007), more than two billion people use English

to communicate. Therefore, the need of speaking is quite important.

The importance of speaking should be mastered by people especially for

students. Bahar (2013) stated that most English learners regard English speaking

ability as the measure of mastering English. Moreover, speaking ability becomes the

main objective of language learning especially for students in senior high school in

Indonesia. Based on KTSP (School Based Curriculum) of English for senior high

school, English must be taught integratedly. There are two competences that should

be achieved by the students, both competences are standard competence and basic

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competence. Standard competence is the students are able to express meaning from

transactional and interpersonal conversation in the context of daily life. Basic

competence is the students are able to express the meaning from transactional and

interpersonal conversation accurately, fluently and acceptably by using various

simple oral language in daily life context. Moreover students are expected to be able

to speak and communicate English well (Depdiknas 2006 in Amri 2007). From that

statement, the researcher can conclude that students’ success in learning language can

be seen from how far they can speak, convey information or ideas, and communicate

with others by using speaking language accurately, fluently, and acceptably.

Based on the researcher's preliminary observation which was done at the first

grade students of SMKN 1 Maros through interview on june 19th 2017, the

researcher identified that many students cannot speak well because they seldom

practice their English in speaking class. On the other side, they have lack of

vocabularies. Moreover, they were afraid of being wrong in English if they took part

in communication. Those problems made students prefer to be not active in speaking.

Some factors which caused that problems were many teachers conduct their

learning in the class by using conventional method, for instance speech method which

made the students passive or not active (teacher center). The students only stuck on

the teachers’ explanation, from the start until the end of the lesson. It makes the

students bored and lazy to practice their English. Besides, the use of Indonesian was

also dominant than the use of English during the classroom activities. But the basic

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factors in this situations was the use of teacher’s method in classroom. Therefore, to

overcome the problem is how the teacher applies the good method to handle the

classroom well because it will be more serious if the teacher cannot solve those

problems faster.

The teacher needs to think and find the good solution for the problems.

Therefore, researcher decides to make a research in applying the good techniques for

teaching speaking, because speaking cannot be done only by using theory, but also

by requiring practice effective way. The class can be successful if the teacher can

choose the best technique in giving information and teaching materials for the

students. The ability of teachers in using techniques will influence the students’

achievements.

One of the suitable techniques that can be used by the teacher to solve the

problem in speaking is Picture Strip Story. Diane (2000) stated that the students can

predict some picture and discuss with group to solve the pictures story which enables

them to practice in negotiating meaning. In this activity, one students in a small group

is given a strip story. The student shows the first picture of the story to the other

members of his/her group and asks them to predict what the second pictures look like.

By applying this technique, the students will be more active in speaking in front of

their friends because it is use interesting pictures and fun way. Automatically, each

students will participate so they can enhance their speaking skill.

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Related to the explanation above, finally the researcher decides to carry out an

experimental research entitled “The Use of Picture Strip Story in Teaching

Speaking Skill to the First Grade Students at SMKN 1 Maros”

B. Research Problem

Based on the previous background, the researcher fomulated the problem

statements of this research is “Is the use of Picture Strip Story effective toward the

enhancement of the first grade students’ speaking skill at SMKN 1 Maros?”

C. Research Objective

Related to the research problem above, the researcher formulated that the

specific objective of the research was “To find out whether the use of Picture Strip

Story is effective in enhancing students’ speaking skill at SMKN 1 Maros”.

D. Research Significance

The result of this research is expected to be theoretically and practically

useful as follows:

1. Theoretically

The result of this research is expected to strengthen and improve the learning

theory of speaking and the method to improve the students speaking skill, especially

in using Picture Strip Story technique. As for the theory of Picture Strip Story, the

students were engage to contribute in learning activities.

2. Practically

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A. Teachers

This research is expected to help the teacher guiding their students in

enhancing their students’ speaking . In addition, The teacher can develop the material

and the strategy effectively to make the students easy to understand in speaking.

B. Students

The researcher is expect that the students will be motivated to speak in the

classroom. In addition, all of students will be interested to speak English and to share

their ideas and their opinion related the topic with the others. Automatically it will

bring the excitement for students in the class.

C. Researchers

This research is expected to be a useful reference and give positive impacts to

the other researchers.

E. Research Scope

To make this research clear, this research focused on the students’ fluency and

accuracy in delivering their idea using Picture Strip Story. This research took place at

SMKN 1 Maros. The research chose the first grade students’ of SMKN 1 Maros.

F. Operational Definition of Terms

The title of this research is “The Use of Picture Strip Story in Teaching

Speaking Skill to the First Grade Students at SMKN 1 Maros”. In understanding the

topic easily, the researcher would like to give the operational definition of terms.

1. Picture Strip Story

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Picture Strip Story is a technique as group work activity that give the students

opportunity to do real communication in real situation. Picture Strip Story is a

technique which facilitates and involves the students to decide the original sequence

of the story where students in a small group is given a Picture Strip Story.

After that, the student shows the first picture to the other members of his/her

group and asks them to predict what the second pictures will look like. It gives the

students opportunities to participate, listen and respond by asking and answering

orally.

2. Speaking Skill

Speaking skill is the ability to communicate something orally in which the act is

built by replies or student-initiated questions or responds. It involves to identify the

students’ fluency and accuracy. Fluency refers to rapid, efficient and accurate word

recognition that the students use to speak while accuracy is the ability to produce

correct sentences using correct vocabulary. Therefore, there were two elements of

speaking skill that used to assess the enhancement of the students speaking skill,

they were, fluency and accuracy.

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CHAPTER II

LITERATURE REVIEW

A. Some Preview of Related Research Findings

In this research, the researcher tried to present the review of several related

literatures dealing with some related research findings. Some of them are mentioned

as follows:

Kosdian (2016) in his thesis: Improving Students’ Speaking Skill by Using

Picture Strip Story. The subject of his research was the first year students of SMA 1

Luragung. The objective of their research was aimed at improving students’ speaking

skill by using Picture Strip Story to know the improvement of students’ speaking

ability by using Picture Strip Story. From that research, he found that Picture Strip

Story could improve students’ speaking skill.

Khairunnisa’ (2014) conducted a research about: The Effect of Using Picture

Strip Story Technique Toward Speaking Ability of the First Grade Students At MA Al-

Ihsan Bulu Rampai. The objectives of her research was to find out students’ Speaking

ability taught without using Picture Strip Story Technique, to find out students’

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Speaking ability taught by using Picture Strip Story Technique, and to find out if

there is any significant effect of using Picture Strip Story Technique toward speaking

ability of the second grade students at MA ALIhsan Buluh Rampai. The type of her

research was quasi-experimental. She used pre-test and post-test which design with

Nonequivalent Group. The result of her research was the implementation of Picture

Strip Story technique was effective in improving speaking English ability.

Wulandari, Sukirlan, and Ginting (2014) on their research entitled:

Developing Students’ Speaking Ability by Using Picture Strip Story. The aims of their

research were, to find out whether picture strip story can improve the students`

speaking ability after that technique implemented, and to find out the students

response after implementation of picture strip story in teaching speaking. The study

on their research used one group pretest posttest design. The result of their research

showed that the students` speaking ability was increase after the students was taught

by using picture strip story technique, and 90% students gave positive response.

Novianda (2017) on his research entitled “Teaching Speaking by Using

Picture Strip Story”. His research was purposed to find out whether picture strip

stories used as CLT (Communicative Language Teaching) could significantly help

students develop their speaking skills, and also to find out which speaking sub-skills

could be better taught by using picture strip stories. The study on his research used a

true experimental research design with quantitative and qualitative methods. The

subjects was limited to the class VIII of MTsN Model Gandapura with 30 students in

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each class. The result of his research showed that the students who were taught

speaking by using the picture strip story technique improved significantly more in

speaking than those who were not taught by using the picture strip story technique.

Meanwhile, Damayanti (2016) had conducted her research entitled “The Use

of Picture Strip Story To Improve Students’ Speaking Skill (Eight Grade Of SMP

Muhammadiyah Tempuran Academic Year 2015/2016). The type of her research

was the classroom action research. The subjects of her research were the students of

VIII A that they had a low score in English lesson. The researcher took action on

class that inquared about the problem. The research collected the date by giving pre-

test and two cycles. The result of her research showed the improvement of the

students‟ mean score after they were given treatment by using picture strip story

media.

Referring to whole previous research which is not only strongly motivated the

researcher but also make the researcher concludes that technique, exactly Picture

Strip Story has much usefulness such as it can be used to improve students’ speaking

skill especially. All of them take speaking as the main skill but with different places.

Therefore, the researcher will focus on conducting the student’s fluency and accuracy

in delivering their idea by using Picture Strip Story technique. This research will take

a place at the First Year Students of SMKN 1 Maros. Moreover, the design of this

research is quasi-experiment, namely nonequivalent control group design with pre-

test and post-test.

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B. Some Pertinent Ideas

1. The Concept of Speaking

a. Definition of Speaking

Speaking is known as orall skill that processes in conveying one feeling or

ideas to other with verbal language. Chaney as quoted by Berutu and Sumarsih

(2013) states that speaking is the process of building and sharing meaning through the

use of verbal and non-verbal symbols, in a variety of contexts.It means that effective

speaking need to be able to process languages in their own heads and involves a good

deal of listening and understanding. Many people also use speaking in some different

purpose, some people speak in conversation for instance to make social contact with

people or built social relationship with other people. In this case, speaking use to

improve the students speaking skill effectively, known from the fluency and

accuracy.

Brown and Yule in Ali (2013) said that “Speaking is to express the needs-

request, information, service, etc.” From that statement, the speaker say words to

the listener not only to express what in their mind but also to express what they

needs weather information service. Therefore, communication involves two or more

people: sender and receiver. Speaking can be the way to share information, ideas,

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opinions, views, or feelings. So, it is important that everything we want to say is

conveyed in an effective way.

Kurniawan (2014) stated that speaking means that oral communication in

giving ideas or information to others. The act of speaking involves not only the

production of sound but also the gesture and the movement of muscles of face and

indeed of the whole body. The statement shows that speaking influences by many

internal factors.

b. Kinds of Speaking

1. Speaking Performance

Manser in Budiayarno (2014), states that performance is the person’s process or

manner of play. Therefore, researcher may conclude that the speaking performance is

the way of one’s manner in speaking.

2. Speaking Competence

Manser in Budiayarno (2014), defines that competency has ability, skill, and

knowledge to do something. Then, through this basic definition, researcher also may

conclude that speaking competency is one’s ability to speak which is supported with

adequate skill and knowledge and it is not assessed by how is delivered.

c. Elements of Speaking

Harmer in Aini (2014) categorized those things in six skills, they are:

1) Vocabulary

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Vocabulary is a core component of language proficiency and provides

much of basis for how well learners speak, listen, read and write. Vocabulary

also refers to the words we must understand to communicate effectively.

2) Pronunciation

Pronunciation is one of the speaking elements that have a strong relation

with articulation, stress, and intonation. As Webster explained in Aini (2014)

pronunciation is the act or result of producing the sounds of speech, including

articulation, stress, and intonation.

3) Grammar

Cook (2009) defines these types of grammar such as: perspective

grammar, traditional grammar, structural grammar and grammar as

knowledge. Another definition, grammar is the study of language which deals

with the forms and the structure of word (phonology) and with the customary

arrangements in phrases and sentences (syntax).

4) Fluency

Fluency refers to how well a learner communicate meaning rather than

how many mistakes that they make in grammar, pronunciation and

vocabulary. Fluency is often compared with accuracy. Syukri (2015) stated

that fluency refers to rapid, efficient, accurate word recognition skills that

permitted person to construct the meaning of a context. This definition shows

the strong correlation between fluency and comprehension. Therefore,

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fluency is highly complex ration relate mainly to smoothness of continuity in

discourse.

5) Comprehension

The last speaking element is comprehension. Comprehension is

discussed by both speakers because comprehension can make people getting

the information that they want. Comprehension is defined as the ability to

understand something by a reasonable comprehension of the subject or as the

knowledge of what a situation is really like.

Based on above explanation, it can be concluded that there are five elements

needed for spoken production, they are vocabulary, pronunciation, grammar, fluency

and comprehension.

d. The characteristics of Effective Teaching in Speaking

The following characteristics of a spoken language are adapted for several

sources (Richards in Amiqah, 2014), they are, (1) Clustering, (2) Redundancy, (3)

Performance variable, (4) Colloquial language, (5) stress, rhythm, intonation, and (6)

Interaction.

1) Clustering

Fluent speech is prasal, not word by word. Students can organize their

output both cognitively and physically in group through clustering.

2) Redundancy

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The speaker has an opportunity to make meaning clearly through

redundancy of language. Students can capitalize on this gesture of spoken

language.

3) Performance Variable

One of the advantages of spoken language is that the process of thinking

as you speak allows you to manifest a certain number of performance

hesitations, pauses, backtrackings and corrections.

4) Colloquial Language

Make sure students are reasonably will acquainted the words, idioms and

phrases of colloquial language and those they get practice in producing these

forms.

5) Rate of delivery

Another salient characteristic of fluency is rate of delivery. On of your

task in teaching spoken English is to help learners achieve an acceptable speed

along with other attributes of fluency.

6) Stress, Rhythm and Intonation

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This is the most important characteristics of English pronounciation.

The stress timed rhythm of spoken English and its intonation patterns convey

important message.

7) Interaction

As note in this previous section, learning to produce waves of language

in a vacuum-without interlocutors-would rob speaking skill of its richest

component: the creativity of conversational negosiation.

2. The Concept of Picture Strip Story

a) Definition of Picture Strip Story

Fanshao (2009: 221) stated that Strip story is a split information ordering

technique that provides a large amount of speaking practice. Each student is given

part of a story or other text, which they have to memorize. They then talk together

until they have reconstructed the complete text, in the correct order, from memory.

To do this, they have to repeat each sentence manytimes.

Sloan (1991:1) in Turohmah (2012: 2) also stated that strip stories means a

corporative learning group that given one or more segments of story. Gibson in Mary

and Jhon in Azhar (2003: 49) stated that procedure of strip story consists of breaking

down a story sentence by sentence and typing each sentence on individual strip of

paper. These sentences will be randomly distributed to the students. The students’

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task will be then to communicate the contents of their strips to the others in the class

in so doing, to orally re-assemble the strips putting the sentences of the story

intological sequence.

Diane (2000) stated that Picture Strip Stories are allowed the students to

practice in negotiated meaning and the students are able to view the picture and

compare it with their prediction.

Based on some definitions above, the researcher can conclude that Picture

Strip Story is as an attempt to teach something (story) about sequence. The students

will predict the sequence of picture by speaking English. It turns out to be most

effective way used to communicate each other.

b ) Teaching Procedure of Picture Strip Story

In learning process, many activities can be done with Picture Strip Story.

Picture Strip Story is one of the problem solving of communicative technique. Wright

states that Picture Strip Story technique are very important in helping students to retell

about stories or understand something since they can represent place, object, people,

etc. Pictures Strip Story help the students understand a more general context, which

may be made of pictures, the teacher's actions, the student's action, sound effect and

words. This overall context of new language will have meaning to the students. Diane

(2000) stated that Picture Strip Stories are allowed the students to practice in

negotiated meaning and the students are able to view the picture and compare it with

their prediction. Furthermore, there are two levels of language in this activity. The first

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is the language needed for description and narration. In this activity the teacher can

exercise some controls at this level, through the content of the pictures selected. The

second level is that the language is needed for discussion. This level is less

predictable. But, the teacher can still exercise some control over the general level of

difficulties, since this will depend in part on how clearly the pictures signal their

original sequence. Additionally, as stated by Klasek there are some advantages of

using Picture Strip Story. Picture Strip Story is inexpensive, familiar medium of

communication. Moreover, Picture Strip Story can be arranged in sequence and can be

adapted to many subjects. In addition, Picture Strip Story can assist in the prevention,

correction and misconceptions. Besides, picture Strip can translate word symbols,

record events, explain process, extend experiences, draw comparison, show contrast,

show continuity, focus attentions, and develop critical judgment.

In addition to make clear about the technique, the writer provides how the

technique is applied. It will be stated in some activities as follows:

a. Teacher activities:

1. Teacher devides the students into some groups.

2. Teacher shows the picture and cut up into separate pictures.

3. Teacher gives a picture to each member of group to disscuss and predict the

sequence of the story.

4. Teacher controls the students’ activity.

b. Students activities:

1. Students decide on the original sequence and reconstruct the story.

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2. Students discuss in a group the original story sequence of the pictures to

solve the problems.

3. Each member of a group perfom in front of the class to present the result of

group discussion.

c ) The Benefit of Picture Strip Story in Learning Speaking

These are some benefit using strip story technique in learning speaking:

a. The teacher’s role becomes one of facilitator of learning, and the students can

learn from each other.

b. The teacher discovers that vocabulary items need no explanation because

someone in the class often will already know the word question one person is

enough. If the student who has the word can spell it, someone in the group

can provide the meaning.

c. The students will have a direct bearing on students’ active communication.

In that case this technique guide the students to be master in their speaking.

d. Besides learning grammar from each other with arranging the sentence to be

good story, students often make radical improvement in their pronunciation

during a single period.

C. Theoretical Framework

Speaking is one of the important skills that should be mastered by students.

They have to be given opportunities to practice a target language and produce it in

the spoken form. Many forms can be practiced by them such as discussions, games,

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or role plays. Moreover, students have to be able to not only just speak fluently in

English, but also speak accurately in speaking.

Nowadays, many of the speaking activities do little more than test how well

they can listen and reply to the other speaker. Because students are often put in

situations where they have to show how much they understand and respond in the

right way. Besides, speakers have to master many vocabularies when they want to

speak. This fact will influence the students speaking skill, when they are good in

listening, they will be easy to understand and respond to the other speaker, but in

other hand, if they are not good in listening , they will not easy to understand and

respond to the other speaker and it may leads misunderstanding for them.

In speaking activities in class, some students try to overcome that problem

by practiced with their friends in many situation, because they are aware that

speaking will play an important role in communication, especially in school. So, the

main point for students in this situation is having a good communication with their

friend to practice and having good motivation and confidence. In addition, a good

technique is also highly important and automatically will help students to be more

active and enjoying the learning process as efficient as possible.

Freeman (2000) who stated that “there are some materials and techniques

associated with CLT (Communicative Language Teaching), they are authentic

materials, scrambled sentences, language games, Picture Strip Story, and role play.”

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It makes the researcher considered the use of the picture strip from the scientists

who explain the correlation between picture and speaking skill. Besides that, Picture

Strip Story also can overcome classroom situation's problem above. Based on

Canning-Wilson as cited in Nurvitasari (2014) who stated that the picture is one of

the media, which can help teacher draws students 'interest and improves students'

motivation to learn because pictures can develop students’ creativity and increase

thinking ability. So, it shown that Picture Strip Story appropriates to overcome

some classroom situation’s problems in School.

Lavery (2011) who stated that Picture Strip Story can be used from

beginners level to advanced level for a variety of language and discussion activities.

The students could express their ideas, combined with the text or visual information.

It will give them opportunities to speak and say what is in their mind. Furthermore,

Picture Strip Story could create students̀ confidence to communicate with others,

because students̀ memory were stronger than before directly it caused by the

pictures or image in the narrative text. So, it make students have more chances to

interact and practice speaking with their friends. And also as a media, this technique

prepared a chance for students to develop their understanding and remembering by

the image or picture that written in the text. Besides, the students will have a direct

bearing on students’ active communication. In that case, this technique guides the

students to be master in their speaking. By applying this technique, it is not only can

highly influence the students’ effort to have a good speaking skill, but also it will

21

give a positive impact to discussion activity for students to build their creativity

with their own ideas.

D. Hypothesis

Related on the research focus, the researcher hypothesis was Ha: There is

significance different of the students speaking ability before the application of

Picture Strip Story and after the application of Picture Strip Story for the second

grade students’ of SMKN 1 Maros.

CHAPTER III

RESEARCH METHOD

This chapter deals with research design, research variable, population and

sample, research instrument, procedure of collecting data and technique of data

analysis.

A. Research Design

In this research. the researcher used quasi-experiment design that involving

two groups of classes (the Pre-Test and Post-Test nonequivalent group design).

Charles in Latief (2013) stated that it is not possible to select the sample randomly

out of all the population students. In this design, one group selected as the

experimental class and other group selected as the control class. There were the

treatment using Picture Strip Story to the experimental group and control treatment

22

to the control group. Sugiyono (2013) stated that to show the significant

effectiveness by comparing the pre-test and post-test result the research design

would be presented as follow:

Group Pre-test Treatment Post-Test

Where :

E = Experimental Group

C = Control Group

01 = Pre-test

02 = Post-test

X = Treatment

B. Research Variable

In the experimental research, there were two variables: Independent variable

(X) and dependent variable (Y).

1. Independent variable

Independent variable (X) is a variable that influence another variable to

achieve the researcher expectation. In this research, the independent variable was

Picture Strip Story technique.

2. Dependent variable.

Pre-test Treatment Post-Test

E O1 X O2

_______________

C O1 O2

23

Dependent variable (Y) is the result that expect through implement of the

independent variable. In this research, the dependent variable was students speaking

English.

C. Population and Sample

1. Population

Arikunto (2013) stated that, population is the total member of research

respondents, while sample is a part or representation of population that is

researched. The population of this research was taken from the First Grade Students

of SMKN 1 Maros who enroll in academic year 2017/2018. The total numbers of

population are 240 students, consists of 8 classes.

2. Sample

Gay (2006) stated that sampling is the process of selecting a number of

participants for a study in such a way that they represent the larger group from which

they will selected. The technique sampling used in this research was purposive

sampling. The researcher was took two classes as the sample to get representative

data. These classes divided into two groups, experimental class and control class. The

researcher was took X TKJ C which consist of 20 students as experiment class and X

TKJ A which consist of 20 students as the control class..

D. Research Instrument

The instrument that used by the researcher to obtain the data was speaking

test. The test consisted of pre-test and post-test (see the Appendix). The students

24

were given the pre-test before the treatment. The purpose of the pre-test was to

know how far the students’ ability in speaking before using Picture Strip Story

Technique. Meanwhile, the purpose the of post-test was to know the enhancement

of students’ ability in speaking after using Picture Strip Story Technique. This

research was conducted from 2nd

April 2018 until 17th

May 2018.

E. Data Collection Procedure

This research was carried out from 2nd

April 2018 until 17th

May 2018. The

researcher conducted treatment and collected data from any subject. The procedures

of treatment performed as following:

1. Monday, 9th April 2018, the researcher performed the pre-test to

experimental class. Tthe result see appendix).

2. Tuesday, 10th April 2018, the researcher performed the pre-test to control

class. (The result see appendix).

3. Thursday, 12th April 2018, the researcher did the treatment in experimental

class. The material was about vocabulary. In the treatment process the

students was practice to use vocabulary in daily activity. (The lesson plan,

see appendix).

25

4. Monday, 16th April 2018, the researcher did the treatment in experimental

class. The material was about time. In the treatment process the students

was practice to tell about time in daily activity. (The lesson plan, see

appendix).

5. Thursday, 19th April 2018, the researcher did the treatment in experimental

class. The material was about connectors. In the treatment process the

students was practice to use about connector of sequence . (The lesson plan,

see appendix).

6. Monday, 23th April 2018, the researcher did the treatment in experimental

class. The material was about simple present tense. In the treatment process

the students was practice to use about simple present tense in daily activity .

(The lesson plan, see appendix).

7. Thursday, 26th April 2018, the researcher did the treatment in experimental

class. The material was about daily activity. In the treatment process the

students was practice to tell daily activity to other students by using Picture

Strip Story . (The lesson plan, see appendix).

8. Monday, 30th April 2018, the researcher did the treatment in experimental

class. The material was about daily activity. In the treatment process the

students was practice to tell daily activity to other students by using Picture

Strip Story . (The lesson plan, see appendix).

26

9. Thursday, 3rd May 2018, the researcher did the treatment in experimental

class. The material was about daily activity. In the treatment process the

students was practice to tell daily activity to other students by using Picture

Strip Story . (The lesson plan, see appendix)..

10. Monday, 7th May 2018, the researcher did the treatment in experimental

class. The material was about daily activity. In the treatment process the

students was practice to tell daily activity to other students by using Picture

Strip Story . (The lesson plan, see appendix)..

11. Monday, 14th May 2018, the researcher gave post-test to the experimental

class. (The result, see appendix).

12. Thursday, 17th May 2018, the researcher gave post-test to the experimental

class. (The result, see appendix).

F. Data Analysis Technique

There were two terms to point out in case of measuring the students’

speaking skill, the researcher’s scope for this research were in students’ fluency and

accuracy. Fluency is defined as being able to speak easily or quickly in a given

language, meanwhile accuracy means the quality of being correct or precise. Heaton

(1988) defines the score and criteria of fluency and accuracy in speaking skill as

follows::

Table 1. Score and criteria of Fluency

Classification Rate Criteria

27

Excellent

6 Speaking without too great effort with wide range

of expression searching for words. Searching for

words but occasionally only one or two unnatural

pauses.

Very Good 5 Has to make an effort at times to search for word.

Nevertheless, smoothes delivery on the whole and

only a few unnatural pauses. Although he has made

an effort on the search of the word; there are not

too many unnatural pauses, fairly smooth delivery

mostly.

Good 4 Occasionally, fragmentally but success in

conveying the general meaning fair range of

expression.

Average 3 Has to make an effort for much of the time, often

has to search for

desired meaning, rather halting delivery and

fragmentary. Range of expression often limited.

Poor 2 Long pauses while he searches for desired

frequently fragmentary and halting delivery, almost

gives up making the effort at times limited range of

expression.

Very poor 1 Full of long and unnatural pauses. Very halting and

fragmentally delivery. At times giving up Making

the effort, very limited range of expression.

Table 2. Score and criteria of Accuracy

Classification Rate Criteria

28

Excellent 6 Pronunciation is only very slightly influenced by the

mother tongue, two or three minor grammatical or

lexical errors.

Very Good 5 Pronunciation is slightly influenced by the mother

tongue. A few minor grammatical and lexical errors

but most utterances are correct.

Good 4 Pronunciation is still moderately influenced by the

mother tongue but not serious phonological errors.

A few minor grammatical and lexical errors but only

one or two major errors causing confusion.

Average 3 Pronunciation is seriously influenced by the mother

tongue but few serious phonological errors. Several

grammatical and lexical errors. Two or more errors

cause confusion.

Poor 2 Pronunciation is seriously influenced by the mother

tongue with the errors causing breakdown in

communication. Many basic grammatical and

lexical errors.

Very Poor 1 Serious pronunciation errors as well as many basic

grammatical and lexical errors. No evidence of

having mastered any of language skills and areas

practiced in the course.

1. The formula used in scoring the students’ achievement

Score =

2. The scale used in classifying the students’ score based on depdiknas (2006)

29

Table 3

The scale for classifying students’ score

No Score Classification

1

2

3

4

5

6

86– 100

76– 85

66 – 75

56– 65

36– 55

0 – 35

Excellent

Very good

Good

Average

Poor

Very Poor

3. The formula used in calculating the mean score of the students answer of pre-

test and post test based on Gay (2006)

=

Where:

= Mean score

Σx = The sum of all score

N = The number of students.

4. The formula used in calculating the standard deviation based on Gay (2006)

was :

SD =√

, where SS = ƩX2 - ( )

Where:

SD : Standar Deviation

SS : The sum of square

30

N : Total number of the subject

ƩX2

: The sum of all square, each score is squared and all the squares added up

( ) : The square of the sum; all the scores are added up and the sum is

square total.

5. The formula used in finding out the difference between students’ score in

Pre-test and Post-test based on Guy (2006) was:

̅ ̅

√(

) (

)

Where:

t :test of significance

̅1 : Mean score of experimental group

̅2 : Mean score of controlled group

SS1 :Sum square of experimental group

SS2 : Sum square of controlled group

n1 : Number of students of experimental group

n2 : Number of students of cotrolled group

2 : The number of class involved

1 : Constant number.

31

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The findings of the research were based on the results of the data analysis.

The data analysis was used to collect data. The speaking test consisted of pre-test

and post-test. The pre-test was given to find out the students’ speaking ability

before presenting Picture Strip Story Technique, and the post-test was given to find

out the improvement of the students’ speaking ability after giving the treatment.

32

1. The Classification of Students’ Pre-test Scores in Experimental and Control

Class

Table 1

The distribution of frequency and percentage score of experimental class

score in the pre-test

No Classification Score Frequency Percentage

1

2

3

4

5

6

Excellent

Very good

Good

Average

Poor

Very Poor

86 – 100

76 – 85

66 – 75

56 – 65

36 – 55

0 – 35

0

1

11

8

0

0

0%

5%

55%

40%

0%

0%

Total 20 100%

Table 1 shows the rate percentage score of experimental class from 20

students in the pre-test. From the table can be seen that there were 11 (55%)

students obtained good score and others were under of it, while there were no

students who can reach the excellent score.

Table 2

The distribution of frequency and percentage score of control class score

in the pre-test

No Classification Score Frequency Percentage

1

2

Excellent

Very good

86 – 100

76 – 85

0

2

0%

10%

33

3

4

5

6

Good

Average

Poor

Very Poor

66 – 75

56 – 65

36 – 55

0 – 35

6

7

5

0

30%

35%

25%

0%

Total 20 100%

Table 2 above shows the rate percentage score of control class from 20

students in the pre-test. From the table above can be seen that there were 2 (10%)

students got very good score but most of the students obtained poor score.

Based on the table 1 and 2, it can be concluded that the rate percentage in the

pre test for experimental and control class was similar because there were no

students who obtained an excellent score and there were no students who obtained

very poor score.

2. The Classification of Students’ Post-test Scores in Experimental and Control

Class

The following table shows the distribution of frequency and percentage of

the final score of teaching speaking at the first grade students of SMKN 1 Maros in

the post test for experimental and control class.

Table 3

The distribution of frequency and percentage score of experimental class

score in the post-test.

34

No Classification Score Frequency Percentage

1

2

3

4

5

6

Excellent

Very good

Good

Average

Poor

Very Poor

86 – 100

76 – 85

66 – 75

56 – 65

36 – 55

0 – 35

4

11

5

0

0

0

20%

55%

25%

0%

0%

0%

Total 20 100%

Table 3 shows the rate percentage score of experimental class from 20

students in the post-test. The students’ score were increase, most of the students

obtained a Very Good Score and there were 4 (20%) students got an Excellent score.

Table 4

The distribution of frequency and percentage score of control class score

in the post-test

No Classification Score Frequency Percentage

1

2

3

4

5

6

Excellent

Very good

Good

Average

Poor

Very Poor

86 – 100

76 – 85

66 – 75

56 – 65

36 – 55

0 – 35

0

2

9

7

2

0

0%

10%

45%

35%

10%

0%

35

Total 20 100%

Table 4 shows the rate percentage score of control class from 20 students in

the post test. There were no students who could reach excellent score, 9 (45%)

students in a good score and below of it.

Based on the result above, it can be concluded that the rate percentage for

both of the class were different. The rate percentage in the post-test for the

experimental class was higher than the rate percentage of the control class.

Although they were improved. It can be seen in the table 3 and 4.

3. The mean score and standard deviation of in Experimental and Control Class

After calculating the result of the students score, the mean score and the

standard deviation of both classes can be presented in following table.

Table 5

The mean score and standard deviation of experimental class and control class in

the Pre-test and the Post-Test

Class

Pre-test Post-test

Mean Score Standard

Deviation

Mean Score Standard

Deviation

Experimental 66,8 5,7 80 6,51

Control 64 9,91 67,1 5,26

36

..............The table above shows that, the mean score of experiment class in pre-test

was (66,8) and the standard deviation of experiment class was (5,7), and the mean

score of control class in pre-test was (64) and the standard deviation of control class

was (9,91). While the mean score of experimental class in post-test was (80) and the

standard deviation of experimental class was (6,51), and the mean score of

controlled class in post-test was (67,1) and its standard deviation was (5,26).

..............It can be concluded from both of the tests that the experiment class

obtained greater mean score in the post test than the control group. The significant

score between experimental and control class can be known by using t-test. The

result of t-test can be seen in table 6 as following table :

Table 6

Distribution value of the t-test and the t-table

Variable t-test value t-table value

Post-test 6,89 2,042

The t-table above indicates that the t-table was smaller than the t-test value.

The result of the test shows that there was a significant difference between the t-test

37

and the t-table (6,89 > 2,042), the researcher concluded that t-test value was higher

than t-table. The result of the t-test statistical analysis shows that there was

significant different between the experimental class and the control class. The

statement was proved by the t-test value (6,89) which higher than the t-table value

(2,042), at the level of significance 0,05 and the degree of freedom (N1 + N2) – 2 =

(20 + 20) – 2= 38.

B. Discussion

The result of this study shows that the students’ scores were much higher

after the treatment using Picture Strip Story in experimental class. The performance

of the students improved by using Picture Strip Story technique. Most of them were

in excellent and very good score. The use of Picture Strip Story technique was surely

useful to improve the students’ speaking ability. Some statements from expert

support this thesis, Lavery (2011) said that Picture Strip Story can be used from

beginners level to advanced level for a variety of language and discussion activities.

The students could express their ideas, combined with the text or visual information.

Picture Strip Story could create students̀ confidence to communicate with others,

because students̀ memory were stronger than before directly it caused by the picture

or images in the narrative text. This technique prepared a chance for students to

develop their understanding and remembering by the image or picture .

38

The analysis of the mean score gap between the experimental class and

control class in the post-test ensured if the technique was effective. The mean score

of the experimental class was 80 and 67,1 for control class. It means the gap of the

students’ score of the experimental and control class was 12,9. The explanation of

the gap between two classes showed that the experimental class showed better

improvement than the control class.

The alternative hypothesis of this research would be accepted if the t-test is

higher than the t-table. While, if the t-test is smaller than the t-table it means the

alternative hypothesis would be rejected. The result of the data analysis was the t-

test (6,89) was higher than the t-table value (2,042). Based on the result, the Ha was

accepted. In other words, the use of Picture Strip Story Technique was effective to

improve the students speaking ability.

Briefly, speaking skill of the experimental class had proven that Picture Strip

Story could be beneficial method in improving students’ speaking skill. It can be

seen from the significant improvement of the students’ fluency and accuracy from

the pre-test to the post-test (see Appendix). In addition, the positive finding of this

research was in line with definition of Picture Strip Story Technique that Picture

Strip Story is useful in helping students to retell about stories or understand

something since they can represent place, object, people, etc. (A.Wrighta in

cambridge, et al., 1989:36)

39

According to the result of this research, the effectiveness of using Picture

Strip Story toward students’ speaking ability can be explained by three

explanations. First, Picture Strip Story was a good technique to build students

critical thinking. Picture Strip Story didn’t only focus with students’ speaking but

also with their way of thinking. In Picture Strip Story, the teacher served some

pictures. Then, each student might solve the problems by seeing and predicting the

pictures. Automatically, the students would think about the best opinios to make

good result for their discussion. Finally, the student should presenting the result of

their discussion orally. It is in line with Diane Larsen Freeman at.al (2000:134) who

stated that in Picture Strip Story, the students can predict some picture and discuss

with their group to solve the pictures which enables them to practice in speaking.

Second, Picture Strip Story guided students to build classroom interaction

among students in group. It made a good condition where the interaction among the

students was more dominant than interaction between the teacher and the students.

In Picture Strip Story, each student showed their understanding by producing their

opinions orally. They thought and found some reasons as the background of what

they were going to talk. The other students would actively try to listen and observe

to one student who was talking about. They have to give response, comments, or

correct the mistakes. It obviously showed that the students interact and discuss each

other. This technique involved ways taught to the students how to be a good speaker

or listener. It is in line with Vernon, Gerlach and Donald (1980, p. 277) who said one

40

of the advantage of Picture Strip Story provide common experiences for an entire

group among students.

Third, Picture Strip Story guided the students to be master in speaking. It

made a good condition where the students gave a chance to express their ideas or

feeling by understanding and remembering the image or picture. In addition, Picture

Strip Story could create students̀ confidence with others, because students̀ memory

were stronger than before directly it caused by picture or images to communicate

orally. It is in line with Andrew Wright (2014) who stated that it strengthens to use

Picture Strip Story to be associated with CLT for improving students’ speaking

skills.

In summary, the researcher asserted that Picture Strip Story technique is one

of the various technique that useful in teaching speaking. There were some points

that make Picture Strip Story in teaching speaking was effective. They were: every

student had a chance to build their critical thinking, to provide classroom

interaction, and to guide the students to be master in speaking.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

41

Based on the data analysis, research finding, and discussion in the chapter

IV, finally the researcher concluded that :

Teaching speaking by using Picture Strip Story Technique to the First Grade

Students of SMKN 1 Maros was improved significantly. It can be seen from the

significant improvement of the students’ fluency and accuracy from the pre-test to

the post-test (see Appendix). It means that the research hypothesis (Ha) was

accepted. The improvement can be seen from the statistical analysis that t-test

(6,89) was higher than t-table value (2,042).

B. Suggestion

Referred the conclusion above, the researcher would like to propose some

suggestions. They are as follows;

1. Suggestion for Teachers

a. Since the Picture Strip Story can be used as the effective media to improve

the students’ speaking skill, English teacher are suggested to apply Picture

Strip Story as one of alternative technique to increase the students’ speaking

achievement, because the students could easily comprehend the picture.

b. The teacher should create the class be interesting and enjoyable. Here, by

using picture strip stort will help the students in understanding English well

in order to make them interested and spirit in improving their speaking well.

2. Suggestion for Other Researchers

42

Using Picture Strip Story was proven effective in teaching speaking, so it is

suggested for further researcher to find out the significant of Picture Strip

Story in others English Skills and levels.

Finally, the researcher hopes her thesis can be a meaningful contribution for the

teacher of English as well as students and further researcher.

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A

P

P

E

N

D

I

X

E

s

APPENDIX A

The Row Score of the Students’ Pre-test and Post-test

in the Experimental Class

No Name

Pre-test Post-test

Fluency Accuracy Score

(X)

X12 Fluency Accuracy Score

(X)

X12

1 MGS 65 61 63 3969 70 72 71 5041

2 MF 68 76 72 5184 82 90 86 7396

3 DRR 58 60 59 3481 78 76 77 5929

4 AIR 70 62 66 4356 80 76 78 6084

5 RP 62 64 63 3969 73 75 74 5476

6 MCF 71 69 70 4900 83 81 82 6724

7 MYF 66 58 62 3844 85 83 84 7056

8 IN 65 67 66 4356 76 72 74 5476

9 NF 64 48 56 3136 80 66 73 5329

10 N 76 78 77 5929 92 94 93 8649

11 WA 73 75 72 5184 89 91 90 8100

12 AMN 72 68 71 5041 80 80 80 6400

13 MMF 74 70 72 5184 70 84 77 5929

14 NP 74 68 71 5041 79 75 77 5929

15 YAY 70 62 66 4356 68 70 69 4761

16 Y 73 73 73 5329 80 90 85 7225

17 NIS 66 58 62 3844 83 77 80 6400

18 S 63 65 64 4096 78 84 81 6561

19 NQ 62 56 59 3481 80 78 79 6241

20 NA 74 70 72 5184 90 90 90 8100

Total 1366 1308 1336 89864

1596 1604 1600 128806

Mean score 68,3 65,4 66,8 4493

,2

79,8 80,2 80 6440,

3

APPENDIX B

The Row Score of the Students’ Pre-test and Post-test

in the Control Class

No Name

PRE-TEST POST-TEST

Fluency Accuracy Score

(X)

X22 Fluency Accuracy Score

(X)

X22

1 NFAL 60 50 55 3025 65 53 59 3481

2 MYIL 46 58 52 2704 50 56 53 2809

3 MSA 80 76 78 6084 75 79 77 5929

4 RFH 70 56 63 3969 73 67 70 4900

5 NHMY

76 68 72 5184 78 70 74 5476

6 AYA 58 56 57 3249 71 69 70 4900

7 IWA 64 50 57 3249 74 56 65 4225

8 AK 45 49 47 2209 60 56 58 3364

9 AAK 70 60 65 4225 68 60 64 3969

10 MEH 65 55 60 3600 56 64 60 3481

11 AAP 72 70 71 5041 73 77 75 5625

12 AMI 76 70 73 5329 69 71 70 4900

13 NI 86 74 80 6400 83 87 85 6889

14 ALP 70 62 65 4225 75 67 71 5041

15 MA 72 68 70 4900 77 73 75 5625

16 MTF. 75 71 73 5329 72 60 66 4356

17 MA 60 48 54 2970 58 52 55 3025

18 MZT 76 74 75 5625 74 72 73 5329

19 MAFL 55 45 50 2500 65 61 63 3969

20 FF 70 56 63 3969 64 54 59 3281

Total 1346 1216 1280 83786

1380 1304 1342 9057

4

Mean

Score

67.3 60.8 64 4189.3 69 65,2 67.1 4528

,7

APPENDIX C

The mean score of Experimental Class and Control Class

A. Experimental Class

1. Pre-test

̅1 =

̅1

2. Post-test

̅1 =

̅1

B. Control class

1. Pre-test

̅2 =

̅2

2. Post-test

̅2 =

̅2

APPENDIX D

Standard Deviation of Experimental Class and Control Class

a. Experimental class

1. Pre-test

√

Where,

–

= 89864 -

= 89864 -

= 89864 – 89244,8

= 619,2

√

= √

= √

= 5,7

2. Post-test

√

Where,

–

= 128806 -

= 128806 -

= 128806 – 128000

= 806

√

= √

= √

= 6,51

b. Control class

1. Pre-test

√

Where,

–

= 83786 -

= 83786 -

= 83786 – 81920

= 1866

√

= √

= √

= 9,91

2. Post-test

√

Where,

–

= 90574 -

= 90574 -

= 90574 – 90048,2

= 525,8

√

= √

= √

= 5,26

APPENDIX E

The Significant Different

̅1 = 80 SS1 = 806

̅2 = 67,1 SS2 = 525,8

1. T-test

̅ ̅

√(

)(

)

√(

)(

)

√(

)(

)

√

√

thitung = 6,89

2. T-table

For level of significance (D) = 0,05

Degree of freedom (df) = (N1+N2)-2 = 20+20-2 = 38

t-Table = 2,042

APPENDIX F

Distribution of t-Table

Df Level of Significance for two-tailed test

0,5 0,2 0,1 0,05 0,02 0,01

Level of Significance for one-tailed test

0,25 0,1 0 0,025 0,1 0,005

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

40

60

120

1,000

0,816

0,765

0,741

0,727

0,718

0,711

0,706

0,703

0,700

0,697

0,695

0,694

0,692

0,691

0,690

0,689

0,688

0,687

0,686

0,686

0,685

0,685

0,684

0,684

0,684

0,684

0,683

0,683

0,683

0,681

0,679

0,677

0,674

3,078

1,886

1,638

1,533

1,476

1,440

1,451

1,397

1,383

1,372

1,363

1,356

1,350

1,345

1,341

1,337

1,333

1,330

1,328

1,325

1,323

1,321

1,319

1,318

1,316

1,315

1,314

1,313

1,311

1,310

1,303

1,296

1,289

1,282

6,314

2,920

2,353

2,132

2,015

1,943

1,895

1,860

1,833

1,812

1,769

1,782

1,771

1,761

1,753

1,746

1,740

1,734

1,729

1,725

1,721

1,717

1,714

1,711

1,708

1,706

1,703

1,701

1,699

1,697

1,684

1,671

1,658

1,645

12,706

4,303

3,183

2,776

2,571

2,447

2,365

2,306

2,262

2,226

2,201

2,201

2,179

2,160

2,143

2,331

2,120

2,110

2,101

2,093

2,086

2,080

2,074

2,690

2,060

2,056

2,052

2,048

2,045

2,042

2,021

2,000

2,890

1,960

31,821

6,965

4,541

3,747

3,365

2,143

2,998

2,896

2,821

2,764

2,718

2,681

2,650

2,624

2,604

2,583

2,567

2,552

2,539

2,528

2,518

2,505

2,500

2,492

2,485

2,479

2,473

2,467

2,462

2,457

2,423

2,390

2,358

2,326

63,657

9,926

5,841

4,604

4,032

3,707

3,499

3,355

3,250

3,169

3,106

3,055

3,120

2,977

2,947

2,921

2,898

2,878

2,861

2,845

2,831

2,819

2,807

2,797

2,787

2,779

2,771

2,763

2,756

2,750

2,704

2,660

2,617

2,576

APPENDIX G

LESSON PLAN

1st Meeting

Subject : English

Class : 2nd

grade TKJ

Material : Vocabulary of Daily Activity

Time Allocation : 2 x 45 minutes (90 minutes)

A. STANDARD COMPETENCE

1. Expressing functional meaning in the transactional and interpersonal

formal and sustained in the context of everyday life.

B. BASIC COMPETENCE

1. Expressing meaning in very simple transactional and interpersonal

conversation using oral language style accuracy and fluency in daily life

context for the functions of Vocabulary in daily activity.

C. INDICATORS

1. The students are able to identify the use of Vocabulary in daily activity.

2. The students are able to speak accurately.

3. The students are able to speak fluently and systematically.

4. The students are able to express their ideas.

D. TEACHING STRATEGY

- Picture Strip Story Technique

E. ACTIVITIES

Step 1 Prepare. Before class begins, arrange all the chairs and divides the

students into some groups.

Step 2 Motivates and stimulates the students to have enthusiasm, so that they

can have spirit in studying.

Step 3 Activate students’ knowledge. Explain the material that related to the

Vocabulary in Daily Activity, so that the students can have an

intelligent in studying.

Step 4 In picture strip story. Shows the picture and cut up into its separate

pictures. Then gives a picture to each member of group to discuss and

predict the original sequence of the story.

Step 5 Make sure each student is active in the discussion. Ask each student to

participate in solving the problems of story.

Step 6 Each member of a group performs in front of the class to present the

result of group discussion.

Step 7 When each group finishes to perform, ask the other students or other

groups to give question or comment on the performance. This is a

good time to model appropriate questions and comments.

Step 8 Review the material and gives feedback to the students’ speaking

ability.

F. MATERIALS

Vocabulary Meaning

Get up / Wake up Bangun tidur

Take a bath / shower Mandi

Have breakfast / Lunch / Dinner Sarapan/ Makan siang/ Makan malam

Do exercise Berolahraga

Go to school / Work Pergi sekolah / Bekerja

Go shopping Berbelanja

Go home Pulang ke rumah

Watch Television Menonton televisi

Read a book Membaca buku

Go to bed Siap-siap tidur

Set the alarm Mengatur waktu alarm

Turn off the lights Mematikan lampu

Sleep Tidur

G. SOURCE

https://www.englishindo.com/2012/01/kumpulan-kosakata-aktifitas-sehari-hari.html

http://super-vocabulary.blogspot.com/2011/05/daily-activity-part-1.html

Known by Researcher

The English Teacher

Rante Labi, S.Pd, M.Pd Ade Lestari Pasaribu

NIP. 19721107 200604 2 016 NIM. 20400114065

https://www.englishindo.com/2012/01/kumpulan-kosakata-aktifitas-sehari-hari.htmlhttp://super-vocabulary.blogspot.com/2011/05/daily-activity-part-1.html

APPENDIX H

RESEARCH INSTRUMENT OF PRE-TEST

A. Direction

a. This test is used for a scientific research purpose only. It is used to know

your ability in speaking

b. Do your best and thank you for your participation.

B. Instruction

a. Pay attention to the picture strip story below ! Then discusses and works

out how the strips should be assembled to form the correct sequence of

the story.

b. Speak up.

LESSON PLAN

2nd

Meeting

Subject : English

Class : 2nd

grade TKJ

Material : Telling Time

Time Allocation : 2 x 45 minutes (90 minutes)

A. STANDARD COMPETENCE

1. Expressing functional meaning in the transactional and interpersonal

formal and sustained in the context of everyday life.

B. BASIC COMPETENCE

1. Expressing meaning in very simple transactional and interpersonal

conversation using oral language style accuracy and fluency in daily life

context for the functions of using Time in daily activity.

C. INDICATORS

1. The students are able to identify the use of Time in daily activity.

2. The students are able to speak accurately.

3. The students are able to speak fluently and systematically.

4. The students are able to express their ideas.

D. TEACHING STRATEGY

1. Picture Strip Story Technique

E. ACTIVITIES

Step 1 Prepare. Before class begins, arrange all the chairs and divides the

students into some groups.

Step 2 Motivates and stimulates the students to have enthusiasm, so that they

can have spirit in studying.

Step 3 Activate students’ knowledge. Explain the material that related to the

Time in Daily Activity, so that the students can have an intelligent in

studying.

Step 4 In picture strip story. Shows the picture and cut up into its separate

pictures. Then gives a picture to each member of group to discuss and

predict the original sequence of the story.

Step 5 Make sure each student is active in the discussion. Ask each student to

participate in solving the problems of story.

Step 6 Each member of a group performs in front of the class to present the

result of group discussion.

Step 7 When each group finishes to perform, ask the other students or other

groups to give question or comments on the performance. This is a

good time to model appropriate questions and comments.

Step 8 Review the material and gives feedback to the students’ speaking

ability.

F. MATERIALS

Parts of the Day Meaning

In the Morning Di pagi hari

In the Afternon/Day Di siang hari

In the Evening Di malam hari

Time Explanation

A.M (Ante Meridiem) Midnight to Noon (0:00 to 11:59)

P.M (Post Meridiem) Noon to Midnight (12:00 to 23:59)

Hour Examples

O’clock

(Jarum panjang

menunjukkan tepat angka

12)

One o’clock 07 : 00